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The book discusses how learners might be guided to interact with texts in a creative but critically engaged and sustainable manner.
List of contents
List of Figures
List of Tables
Acknowledgments
Introduction- Critical Thinkers and Innovative Practices
Vivian Yenika-Agbaw and Ruth McKoy Lowery
Chapter 1- Exploring the Universe of Facts: Outstanding Nonfiction and Biographies
Deborah Thompson
Chapter 2- Picture Book Biographies as Mentor Texts
Leslie Colabucci, and Vivian Yenika-Agbaw
Chapter 3- Mirrors and Windows for All: Nonfiction Picture Books as Tools for Understanding Disabilities
Patricia A. Crawford, and Kaybeth Calabria
Chapter 4- Challenging Gifted and Talented Readers with Nonfiction Texts
Margot Dickey and Laura Anne Hudock
Chapter 5- Nonfiction Instruction for English Language Learners
Xiaodi Zhou and Danling Fu
Chapter 6- Differentiating and Promoting Critical Thinking with Nonfiction Multimodal Text Sets
Danielle Hartsfield and Nicole Maxwell
Chapter 7- Creating an Appealing and Usable Classroom Library of High Quality Diverse Nonfiction Texts
Cuthbert Roland-Storm
Conclusion- A Few Thoughts on Using Nonfiction Texts in the 21st Century Classroom
Paul H. Ricks
About the Editors
About the Contributors
About the author
Vivian Yenika-Agbaw is professor of children's literature and literacy at The Pennsylvania State University, University Park. She teaches courses on children's and adolescent literature.
Ruth McKoy Lowery is professor of literacy and associate chair of the Department of Teaching and Learning at The Ohio State University. She teaches courses on children's literature and literacy education.
Laura Anne Hudock is a PhD Candidate in Curriculum and Instruction at The Pennsylvania State University, where she instructs pre-service teachers in Children's Literature, Reading, and Language Arts courses.
Paul H. Ricks is a doctoral candidate in Curriculum and Instruction at The Pennsylvania State University, where he currently teaches children's literature courses.
Summary
The book discusses how learners might be guided to interact with texts in a creative but critically engaged and sustainable manner.
